Domain‐general and reading‐specific cognitive flexibility and its relation with other executive functions
Contributions to science text reading comprehension
Bibliographic Data
Background Cognitive and linguistic factors have been incorporated into models to explain reading comprehension beyond classical models of reading. This study explores the contribution of executive functions, mainly domain‐general and reading‐specific cognitive flexibility, in reading comprehension of science texts in monolingual Spanish speaking upper elementary students. Methods A total of 275 Chilean students from fourth to sixth grade participated in this study. They were evaluated in working memory, inhibition, reading fluency, domain‐general and reading‐specific cognitive flexibility, academic vocabulary and science reading comprehension. Results The results show that cognitive flexibility is a variable that explains performance in science reading comprehension across elementary grades. Furthermore, reading domain‐specific cognitive flexibility was found to be the variable that explains additional performance in science reading comprehension above inhibition, reading fluency, academic vocabulary and domain‐general cognitive flexibility in Grade 4 and Grade 5, but not in Grade 6. Conclusions These results suggest the contribution of cognitive variables such as cognitive flexibility in explaining performance in reading comprehension of science texts. The need to develop cognitive tests specific to reading domain is also discussed
Cognition · Cognitive flexibility · Cognitive psychology · Comprehension · Domain (mathematical analysis) · Executive functions · Flexibility (engineering) · Linguistics · Reading (process) · Reading comprehension · Relation (database) · Statistics · Computer Science · Educational Strategies and Epistemologies · Literacy and Educational Practices · Psychology · Reading and Literacy Development
The simple view of reading
Developments in the concept of working memory.
Differential Competencies Contributing to Children's Comprehension of Narrative and Expository Texts
Investigating differences in general comprehension skill.
Effects of noise letters upon the identification of a target letter in a nonsearch task
From infancy to adolescence
Executive Function and Reading Comprehension
How are visuospatial working memory, executive functioning, and spatial abilities related? A latent-variable analysis.
Individual differences in working memory and reading
The effects of prior knowledge and text structure on comprehension processes during reading of scientific texts
Working memory and language
Role of working memory in explaining the performance of individuals with specific reading comprehension difficulties
Vocabulary knowledge is a critical determinant of the difference in reading comprehension growth between first and second language learners
What is working memory capacity, and how can we measure it?
Executive Functions
Toward Integrative Reading Science
Reducing interference from misconceptions
Differential effects of a systematic vocabulary intervention on adolescent language minority students with varying levels of English proficiency
Executive functions after age 5
Beyond Vocabulary
Words as Tools
Academic Language as a Predictor of Reading Comprehension in Monolingual Spanish‐Speaking Readers
Beyond the Simple View of Reading
The Science of Reading Progresses
The Unity and Diversity of Executive Functions and Their Contributions to Complex “Frontal Lobe” Tasks
How executive functions contribute to reading comprehension
A meta-analysis on the relation between reading and working memory
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |